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Mathematics Grade 6
Standard 1: Students understand and use basic and advanced concepts of number and number of systems
Standard 2: Geometry and Spatial Sense
Standard 3: Data Analysis, Statistics, and Probability
Standard 5: Algebra, Functions, and Patterns
| Standard 1: Students understand and use basic and advanced concepts of number and number systems | ||
| NUMBERS, NUMBER RELATIONSHIPS, AND NUMBER SYSTEMS | FLP Lessons | Lesson Descriptions |
| 6.1.1. Use a fraction to represent parts of a whole, division, or a ratio | What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. |
| Don't Use It All Up! | Students examine the Earth's water supply, using fractions to illustrate the different types of water. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. | |
| Lunchtime Favorites | Students determine what percentage of their diets comes from plants, what percentage comes from animals and what percentage from plants and animals. | |
| What's the Shape of Your Diet? | Students collect data on the foods they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritionally sound diet. Fractions will be used in some cases to show actual vs. ideal. | |
| 6.1.2. Explain and use whole number percents 1 to 100 | What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. |
| Don't Use It All Up! | Students examine the Earth's water supply, using fractions to illustrate the different types of water. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. | |
| Lunchtime Favorites | Students determine what percentage of their diets comes from plants, what percentage comes from animals and what percentage from plants and animals. | |
| 6.1.3. Find the equivalent forms among fractions, decimals, and whole number percents | ||
| 6.1.4. Compare and order fractions, decimals, mixed numbers and integers | ||
| 6.1.5. Generate a list of factors, prime factors, and multiples | ||
| 6.1.6. Use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 | ||
| OPERATIONS AND THEIR PROPERTIES | ||
| 6.1.7. Explain the effects of arithmetic operations on fractions and decimals | ||
| 6.1.8. Identify the uses of the commutative and associative properties of addition and multiplication; e.g., grouping numbers to make addition or multiplication easier | ||
| 6.1.9. Use order of operations; i.e., multiplication, division, addition and subtraction, to simplify numeric expressions | Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. |
| COMPUTATIONAL FLUENCY AND ESTIMATION | ||
| 6.1.10. Multiply and divide decimals | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| What Piece of the Pie? | Students compute the average for each expense in retailing a food product. | |
| 6.1.11. Add, subtract, multiply, and divide fractions | What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. |
| Don't Use It All Up! | Students examine the Earth's water supply, using fractions to illustrate the different types of water. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. | |
| Lunchtime Favorites | Students determine what percentage of their diets comes from plants, what percentage comes from animals and what percentage from plants and animals. | |
| What's the Shape of Your Diet? | Students collect data on the foods they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritionally sound diet. Fractions will be used in some cases to show actual vs. ideal. | |
| 6.1.12. Express an exponent in standard form | ||
| 6.1.13. Use problem solving strategies to solve and verify the results of problems | What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. |
| Don't Use It All Up! | Students examine the Earth's water supply, using fractions to illustrate the different types of water. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. | |
| Lunchtime Favorites | Students determine what percentage of their diets comes from plants, what percentage comes from animals and what percentage from plants and animals. | |
| What's the Shape of Your Diet? | Students collect data on the foods they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritionally sound diet. Fractions will be used in some cases to show actual vs. ideal. | |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| 6.1.14. Estimate the results of problems involving whole numbers, fractions, and decimals | Let's Celebrate | Students survey friends and family about their favorite holidays, then list and tally the times each celebration was selected. Total the results |
| Germ Busters | Students add and subtract while playing a "germ busters" game in which students play the roles of soap bubbles and germs, to illustrate the importance of properly washing their hands. | |
| Calorie Counting | Students discover how their actual caloric intake compares to their caloric expenditure and ways in which their choices of food and activity can affect their energy balance. Students gather data on personal caloric consumption and physical energy expenditure & calculate a total daily energy expenditure. | |
| Expression Connection | Students tally points earned in a word association game. | |
| Feed the Need | Students earn "money" for homework, participation in class, etc. which they use to purchase food to gain a better understanding of poverty and hunger in the world. | |
| Don't Use It All Up! | Students examine the Earth's water supply, using fractions to illustrate the different types of water. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Gala Fiesta Jamboree | Students tally results from exploring the role of celebrations in diverse cultures, their class and the local community. | |
| Lunchtime Favorites | Students determine what percentage of their diets comes from plants, what percentage comes from animals and what percentage from plants and animals. | |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| What's the Shape of Your Diet? | Students collect data on the foods they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritionally sound diet. Fractions will be used in some cases to show actual vs. ideal. | |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| What Will the Land Support? | Students play a board game to simulate changes in land use. In the game they are add and subtract playing pieces to discover the effects of change on the carrying capacity of the land. | |
| Standard 2: Geometry and Spatial Sense | ||
| TWO- AND THREE-DIMENSIONAL SHAPES, GEOMETRIC PROPERTIES AND RELATIONSHIPS | FLP Lessons | Lesson Descriptions |
| 6.2.1. Identify relationships between pairs of angles; i.e., adjacent, vertical, complementary, and supplementary | What's the Shape of Your Diet? | Students create a shape that represents his or her personal food choices, using the Food Guide Pyramid as a model. |
| 6.2.2. Identify polygons; i.e., triangle, rectangle, square, rhombus, parallelogram, trapezoid, pentagon, hexagon, octagon | ||
| 6.2.3. Describe the characteristics of a right triangle | ||
| COORDINATE GEOMETRY | ||
| 6.2.4. Use ordered pairs to locate a point on a coordinate plane | ||
| TRANSFORMATION AND SYMMETRY | ||
| 6.2.5. Identify, describe, and model motion geometry; i.e., rotations, reflections, and translations | ||
| VISUALIZATION, SPATIAL REASONING, AND GEOMETRIC MODELING | ||
| 6.2.6. Draw basic geometric figures using appropriate tools; i.e., circle with a compass, triangle and rectangle with a ruler or straight edge | ||
| Standard 3: Data Analysis, Statistics, and Probability | ||
| DATA COLLECTION, DISPLAY, AND INTERPRETATION | FLP Lessons | Lesson Descriptions |
| 6.3.1. Collect and organize data, select and use an appropriate display; i.e., a frequency table, a line and bar graph | We're Into Pumpkins | Students organize collected data about pumpkins into graphs, then interpret the information. |
| Let's Celebrate! | Students list and tally the total time that each celebration was selected during interviews. Students make a simple bar or picture graph to show favorite celebrations. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort types of processed foods into groups based on the raw food source. They create Venn diagrams for processed foods made from more than one raw food. | |
| Germ Busters | Students read and interpret the data from the graphs they created about the growth of microbes on three different potatoes in order to better understand how germs grow and the importance of properly washing hands to kill germs. | |
| Don't Use It All Up | Students utilize or create their own pie chart that represents Earth's total supply of water and illustrates how the water is distributed. | |
| Lunchtime Favorites | Students create Venn diagrams to help them compare and contrast information about the foods they eat. | |
| It All Starts With A | Students conduct surveys to learn what agriculture provides to people. They organize, simplify, and communicate their findings using tallies, frequency tables & histograms. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. | |
| From Sea to Shining Sea | Students create graphs depicting the top five commodities nationally and compute the commodity cash receipts for the top five and the bottom five states. | |
| Buzzy, Buzzy Bee | Students create various graphs to display the information about apples "produced" during various growing seasons. | |
| Gala Fiesta Jamboree | Student's create frequency tables with information collected while exploring the role of celebrations in diverse cultures, their class, and the local community. | |
| What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food and creating, reading and interpreting pie charts and graphs. | |
| Why I Buy | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students will decide which brand of a product they will buy and why. | |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Global Grocery Bags | Students learn why people around the world spend different percentages of their annual income on food. Students synthesize data using tables and graphs. | |
| PROBABILITY | ||
| 6.3.2. Count possible outcomes using lists | Germ Busters | Students predict the outcome of an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. |
| 6.3.3. Use experiments or simulations to determine probabilities | Germ Busters | Students state possible outcomes for an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. The students consider which potato will show the most microbial growth. |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| 6.3.4. Use decimal values and ratios to represent probability | ||
| STATISTICAL METHODS | ||
| 6.3.5. Calculate the mean, median, mode, and range of a set of data | What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. |
| It All Starts With A | Students gather and graph data from a survey he or she conducts about why agriculture is important to people and calculate the mode, mean/average and range for the data set. | |
| Gala Fiesta Jamboree | Students survey friends and family about holidays and use the data to determine frequencies to discover peoples feelings and preferences about celebrations. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. They discuss what might influence then to slow population growth or even stabilize population size. | |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| We're Into Pumpkins | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. The class can then calculate the mode, mean and range of the results. | |
| PREDICTIONS, DATA ANALYSIS AND INFERENCES | ||
| 6.3.6. Make predictions based on trends identified in tables and graphs | By the Way | Students make predictions about how cattle by-products are related to each other before they know that they are by-products of cattle. |
| Why I Buy | Students collect data on factors affecting consumer purchasing decision, then evaluate a food product by hypothesizing, gathering and displaying data, and drawing conclusions. | |
| From Sea to Shining Sea | Students identify the top five commodities for each agricultural region, then compute the commodity cash receipts for the top five and bottom five states. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. They discuss what might influence them to slow population growth or even stabilize population size. | |
| Germ Busters | Students use the data recorded from an experiment about microbial growth to predict who would be more likely to become sick; some who doesn't was their hands, or someone who does. | |
| Standard 4: Measurement | ||
| MEASURABLE ATTRIBUTES, MEASUREMENT SYSTEMS AND UNITS | FLP Lessons | Lesson Descriptions |
| 6.4.1. Measure length to the nearest sixteenth of an inch | We're Into Pumpkins | Students measure height and circumference of pumpkins |
| 6.4.2. Select an appropriate unit of measure; e.g., What unit do you use to measure a person's height? | We're Into Pumpkins | Students measure height and circumference of pumpkins |
| Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. | |
| 6.4.3. Convert unit measurements within the same system (metric and standard) | ||
| 6.4.4. Distinguish among perimeter, area, surface area, and volume | Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. |
| MEASUREMENT TOOLS, TECHNIQUES, AND FORMULAS | ||
| 6.4.5. Select appropriate tools and units to determine the measurements needed for calculating perimeter, circumference, area, surface area, and volume | We're Into Pumpkins | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. |
| Don't Use It All Up! | Students conduct an activity that illustrates the demands placed on the world's water supply. The students determine the appropriate units for the water used in their activity, so that they correspond accordingly to the world's water supply. | |
| Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. | |
| 6.4.6. Use formulas to determine the circumference and area of circles and the perimeter and area of triangles and parallelograms | ||
| 6.4.7 Use area formulas to determine the surface area of right prisms and square pyramids | ||
| 6.4.8. Use formulas to determine the volume of rectangular prisms | ||
| Standard 5: Algebra, Functions, and Patterns | ||
| PATTERNS, RELATIONS, AND FUNCTIONS | FLP Lessons | Lesson Descriptions |
| 6.5.1. Identify and describe patterns represented by tables, graphs, and sequences | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| NUMERIC AND ALGEBRAIC REPRESENTATIONS | ||
| 6.5.2. Use a variable to represent an unknown quantity | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| MATHEMATICAL MODELING | ||
| 6.5.4 - Identify a variable in an expression | Why I Buy | Students collect data on factors affecting consumer purchasing decision, then evaluate a food product by hypothesizing, gathering and displaying data, and drawing conclusions. |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. They discuss what might influence them to slow population growth or even stabilize population size. | |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| What's The Shape of Your Diet? | Students record the serving of food that they consume throughout the day and compare the actual number consumed with the number of servings recommended in the Food Guide Pyramid. | |
| 6.5.4. Use representations to solve problems; i.e., tables and numerical sentences | ||
| RATES OF CHANGE | ||
| 6.5.5. Recognize examples of change over time; e.g., growth of a sixth grader from September to May | ||